In the encounters between researchers interested in doing a literature review about feminist research with(in) mathematics education, a problematization of literature review methodologies in mathematics education was set in motion. Driven by the desire to have the literature review as a constitutive part of the research process, we create a circulation zone between a commonly used literature review method, the systematic literature review, and what we are calling here a feminist literature review. We argue that conventional literature review methods carry strong theoretical assumptions, many of which align with quantitative-positivist research approaches. These often conflict with the theoretical-methodological assumptions of the researchers who adopt them, as in our case, specifically with the feminist perspective guiding our research. We thus propose a feminist literature review, not merely as a review of feminist research in Mathematics Education, but as the mobilization of feminist theoretical-methodological concepts within the literature review process. This includes concepts such as situated knowledge and affect as apparatuses for engaging with/in the phenomenon while relating to the literature. In this way, the literature review process can be seen-sensed as an important terrain to create relationships-encounters with both research and researchers, while recognizing the agentic force of the literature on us. It allows us to come closer to different ways of knowing-doing research in entanglement with the literature,mathematical practices, feminisms, humans and non-humans, languages, search engines, and so on. In this terrain, we affect and are affected by literature, and its encounters open up new directions-connections that allow us to move away from existing patriarchal, excluding norms in academia.

Em encontros entre pesquisadoras interessadas em revisar a literatura de pesquisas feministas com/na Educação Matemática, emerge-se um processo de problematização dos métodos de revisão de literatura comumente utilizados na Educação Matemática. Guiadas pelo desejo de tomar a revisão de literatura enquanto uma parte constitutiva do fazer pesquisa, criamos uma zona de circulação entre um método de revisão de literatura comumente utilizado em nossa comunidade, qual seja a revisão de literatura sistemática, e o que estamos chamando aqui de revisão feminista de literatura. Nosso argumento é de que métodos convencionais de revisão de literatura carregam consigo fortes pressupostos teóricos, muitos dos quais estão alinhados com abordagens quantitativas-positivistas de pesquisa que muitas vezes vão em direções opostas dos pressupostos teórico-metodológicos das pesquisadoras e dos pesquisadores que os adotam, assim como em nosso caso, especificamente a perspectiva feminista que guia nossa pesquisa. Nós propomos então uma revisão feminista de literatura, não como meramente uma revisão de literatura de pesquisas feministas na educação matemática, mas como a mobilização de conceitos teórico-metodológicos feministas no processo de revisão de literatura, como conhecimentos situados e afeto como dispositivo para se operar com/no fenômeno ao se relacionar com a literatura. Desse modo, o processo de revisão de literatura pode ser pensado-sentido como um importante terreno para se criar relações-encontros com ambos pesquisas e pesquisadoras(es), enquanto reconhecemos o potencial de agência que a literatura tem com a gente. Assim, nos aproximamos de outros modos de conhecer-fazer pesquisa em educação matemática, em emaranhamentos com a literatura, práticas matemáticas, feminismos,humanos e não humanos, linguagens, mecanismos de busca, entre outros. Nesse terreno, afetamos e somos afetadas pela literatura, e esses encontros abrem novas direções-conexões que nos permitem nos movimentar em direções outras de normas excludentes e patriarcais da academia.

En encuentros entre investigadoras interesadas en revisar la literatura de investigaciones feministas con/en la Educación Matemática, emerge un proceso de problematización de los métodos de revisión de literatura comúnmente utilizados en esta área. Guiadas por el deseo de considerar la revisión de literatura como una parte constitutiva del hacer investigación, creamos una zona de circulación entre un método de revisión de literatura común en nuestra comunidad, la revisión sistemática de literatura, y lo que aquí denominamos revisión feminista de literatura. Nuestro argumento es que los métodos convencionales de revisión de literatura llevan consigo fuertes presupuestos teóricos, muchos de los cuales están alineados con enfoques cuantitativos-positivistas que a menudo se contraponen a los marcos teórico-metodológicos de quienes los adoptan. Este es también nuestro caso, particularmente con la perspectiva feminista que guía nuestra investigación. Por ello, proponemos una revisión feminista de literatura, no como una simple revisión de investigaciones feministas en la Educación Matemática, sino como la movilización de conceptos teórico-metodológicos feministas en el proceso de revisión de literatura, tales como los conocimientos situados y el afecto como dispositivos para operar con/en el fenómeno al relacionarnos con la literatura. De esta manera, el proceso de revisión de literatura puede ser pensado-sentido como un terreno crucial para crear relaciones-encuentros con investigaciones e investigadores, reconociendo al mismo tiempo el potencial de agencia que la literatura ejerce sobre nosotras. Esto nos permite aproximarnos a otras formas de conocer-hacer investigación en Educación Matemática, enredándonos con la literatura, las prácticas matemáticas, los feminismos, los agentes humanos y no humanos, los lenguajes, los motores de búsqueda, entre otros. En este terreno, afectamos y somos afectadas por la literatura, y estos encuentros abren nuevas direcciones-conexiones que nos permiten movernos hacia horizontes distintos de las normas excluyentes y patriarcales de la academia.

This paper reports on a working group that focused on what equal participation in mathematics education research could be. Through methodological imagination, a group of researchers created images of equal participation – images that through the collaborative work became a story that conveyed insights about, for example, power dynamics between participants, challenges and opportunities the group saw in creating equal participation, what we as researchers in this field need to consider about what equal participation in mathematics education research means. We conclude by telling other stories, alternatives to those created in the workshop, and discuss different approaches to equal participation in mathematics education research.

The purpose of this study is to configure the landscape of empirical mathematics educational research onproblem-solving in teacher education, and thereby disentangle how mathematical problem-solving is understoodand used. The method consists of a configurative review of empirical mathematics education research onproblem-solving in teacher education. A two-dimensional model is presented to illustrate how different aspectsof problem-solving in teacher education are connected to and complement each other. Using the model, theconfiguration results in the proposition of four major categories of research on problem-solving in teachereducation. The result indicates an almost equal distribution of research which views problem-solving as an aimfor mathematics education versus research which views problem-solving as a means for learning mathematics.However, within the former, roughly three quarters of the articles focus on content knowledge, and only a quarteron pedagogical content knowledge. Implications for teacher education and future research are discussed.

This study focuses on the entanglements of material discursive agents in amathematical explorative activity, where learners systematically investigate theproperties of the circle. A diffractive methodology is used to explore the emergingintra-activity in-between the teacher, the learners, different teaching materials, themathematical concepts and formulas, as abstract and concrete aspects of mathematicseducation are set in motion. The results show that concrete material-discursive agents,such as strings, rulers and bodies are entangled with abstract mathematical conceptssuch as circumference, formulas and phi.

Based on the examination of Chilean and Swedish research, the symposium addresses the possi­bilities and challenges for researching diversity and inclusion in mathematics pre- and in-service teacher education. Departing form concrete localized research and its contextual, theoretical and methodological stances, larger reflections and implications for the education of mathematics teachers that may lead to an increased sensitivity towards students’ diversities and their impact in inclusion of students and change of educational experiences in mathematics are drawn.

How to educate future mathematics teachers to deal with the challenges of diversity in mathematics classrooms continues to be a central concern for practice and research. Through researching the research on mathematics teacher education that addresses equity, justice and diversity in initial teacher education, three different positionings of teacher students were identified: the teacher student as unachieved, recipient and agentic. The nuances in how research positions teacher students are important in themselves, since they allow to challenge implicit assumptions about opportunities to develop a multifaceted sensibility towards diversity in teacher education. 

‘Good teaching’ remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of images of the charismatic and the technical-professional teacher, and the dearth of teleological aspects. The degree to which protocols reflected a knowledge base, had clear implementation requirements, valued reasoned judgement, and valued transformation of content varied. On the basis of this range of images of the desired teacher, we suggest four categories of teacher images: the knowledgeable teacher, the knowledge-transforming teacher, the efficient teacher, and the constantly improving teacher, and further discuss the possibility of an inspired teacher.

As with any programs in teacher education, Swedish mathematics teacher education is influenced by changing political winds, developments in Information and Communication Technology (ICT), culture, history, PISA results, research-based program designs, and a fair amount of passion. Content and outcomes are nationally determined and include the requirement of a strong research foundation, but this is often not how practcing techers work, which exerts its own pull on teacher education. The specific implementations of programs take different forms at the universities that offer mathematics teacher education. In order to provide a comprehensive yet meaningful ntroduction to both the current system and current practices, we describe the overall organization of Swedish mathematics teacher education, and then offer short cases of implemented programs. To ensure inclusivity, the various parts are written by mathematics educators from the respective institutions. In this way, both variation across mathematicas teacher education for diffrent grade levels and variation across different institutions working with the same national directives can be distinguished. Issues such as the academization of teacher education are problematized, as are other forces that constitute the crosscurrents in Swedish mathematics teacher education.

Teacher education generally has both a contextual component of observing and teaching in schools, and decontextualized elements in university courses (cf. Tatto et al., 2012). University courses may be content courses, general pedagogical courses, or mathematics education courses. The assessment criteria of each component or course transmit, both explicitly and implicitly, notions of the desired teacher. Our key concept is the desired teacher. This recognises the teacher as both a subject and as subjected to discourses of power which constitute categories such as ‘teacher’ and ‘good teacher’ (cf. Montecino & Valero, 2015). Notions or images of the desired teacher produce ‘regimes of truth’ which normalise reflection - or not, normalise transformation of content as part of teaching - or not, etc. The notion of what the good teacher is, has varied over time and place. Images of the charismatic teacher with the disposition to teach, have been around for a long time, and still prevail in popular culture (Connell, 2009). Connell also identified a technical-professional model, which prevails in descriptions of teachers’ “technical know-how”. But what are current, competing, contrasting or co-existing images of the desired teacher? This gives rise to this question guiding the work in the group: What are the images of the desired teacher reflected in references to desired knowledge and valued application practices, in institutional materials etc.?

The interest in programming education has been significantly strengthened recently, as a consequence of an increasingly digital world that demands development of digital skills. More and more countries have introduced programming in their K-9 curricula. In 2017, Sweden joined these countries through the government's decision to make changes to the curriculum in terms of introducing programming in compulsory school. However, the path to successful programming education is associated with a number of challenges, of which the most crucial - on an international level - is related to lack of didactical research that sheds light on good teaching practices. In this study, we reached out to 19 teachers that by now considered themselves experienced in teaching programming for young children in K-9 and conducted interviews with them. A large majority of these teachers, fifteen of them, participated in a national research project with focus on programming education. The remaining four teachers were identified in specialized social media groups with focus on programming education.In the paper, we report on an analysis of the 19 interviews conducted with K-9 teachers that have experience in teaching programming asking the question: what didactical strategies are employed by experienced teachers when teaching programming in K-9? As such, the paper reports on a number of strategies employed by teachers and contributes to our understanding of how programming education are enacted by experienced K-9 teachers.